Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education
| Autor: | Tom Russell, Andrea K. Martin |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Reflective practice
05 social sciences 050401 social sciences methods 050301 education Context (language use) Rationality Teacher education Epistemology 0504 sociology Tacit knowledge Argument Professional learning community Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Active listening Psychology 0503 education |
| Zdroj: | Self-Study of Teaching and Teacher Education Practices ISBN: 9789811034299 |
| DOI: | 10.1007/978-981-10-3431-2_2 |
| Popis: | The argument presented in this chapter begins with the suggestion that reflective practice involves epistemological challenges that have not been adequately addressed in the context of traditional assumptions about the design and conduct of teacher education programs. An analysis of literature about technical rationality, reflection-in-action, and the central issues of reflective practice is followed by a discussion of the significance of mindfulness. We propose that one way to address the neglected epistemological challenges involves a new epistemology for professional practice generally and for teaching and teacher education specifically. We pose a series of significant questions arising from the argument, and we suggest various points of entry for teacher educators willing to accept the complex epistemological challenge that we have identified. Relevant concepts include mindfulness, habits of mind, teaching artistry, explicit instruction, listening, authorizing voice, reflective teaching, tacit knowledge, critical reflection, and mastery. Because teacher educators possess teaching experience that their students do not, it falls to teacher educators to introduce and model an epistemology of practice for those learning to teach. |
| Databáze: | OpenAIRE |
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